Creative Science for YC

8/13/2019 Creative Science for YC

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LECTURE 8

CREATIVE SCIENCE FOR YOUNGCHILDREN

KAK3023


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FOUR THEMES IN SCIENCE

1. Exploring physical sciences

2. Exploring life sciences

3. Exploring material sciences

4. Exploring earth and space science.


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Themes/topics on: Physical Sciences

1. Blocks

2. Colors

3. Magnets

4. Gears

5. Motion

6. Heat: hot & cold

7. Time

8. Energy

9. Force

10. Electricity

11. Lights &

shadows


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Themes/topics on Life Sciences

1. Living & non-living things2. Plants big and small

3. Seeds and germination

4. Animals:- Food that animal eats

Places that animals live

Birds and butterflies

Insects and bugs

5. Dinosaurs (once upon a time, they were living

animals)6. Man (human beings) external and internal

body parts


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Themes/topics on Material Sciences

1. Water, bubbles

2. Air, Gas, Smoke

3. Food, Cooking

4. Carbon/charcoal5. Metals

1. Chemicals in the soil

2. Chemicals in the air

3. Mixtures

4. Plastics and rubber5. Oil and fuel


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Themes/topics on Earth & Space Science

1. Earth, Sun, Moon2. Planets, Stars, and Galaxies

3. Rockets and Space Ships

Things to ponder.1. Do all things have weight?

2. Why some things can float and others sink?

3. What happen if there is no sunlight?4. What happen if the world runs out of water?


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Example of Simple lesson plan (for preschool)

A. Objectives: Children will learn:

(i) Science Concepts

1. Things that have certain characteristics are called living things

2. All living things live in their environment.

(ii) Science Process Skills and Dispositions

1. Observing living things, classifying living things, describing what living things are and

where they live, recording or drawing pictures of living things.

2. We need to help care and preserve the habitat for animals and plants

3. We must always be aware of changes in our environment.

(iii) Key Vocabulary

1. Habitat 2. Food Source 3. Environnent 4. Life Cycle 6. Preservation

B. Procedure and Activities

(i) What the teacher do

(ii) What the children do


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E.g.: Simple lesson plan (preschool)A. Objectives: Children will learn:

(i) Science Concepts

(ii) Science Process Skills and Dispositions

(iii) Key Vocabulary

B. Procedure and Activities

C. Exploration

D. Assessment

What the teacher do What the children do Resourcesneeded

1. Explain to the children that you will be reading a

story book about animals in the jungle - thestory of a helpful bear.

2. Ask the children to pay particularly close

attention to the vocabulary used, create a list of

appropriate vocabulary word on the white board

4. Read the story book to the children

5. Discuss about the story with children

6. Draw a picture of the habitat in which bear andother animals live.

7. Talk about the whole jungle where the plants

and animal that live together.

1. Children listen carefully to the story

being read2. Children pronounce the vocabulary after

their teacher

3. Children ask questions

4. Children draw pictures about the story

5. Children tell the story about their

drawing

6. Children discuss with teacherimportance of keeping our jungle intact

for the animals and plants to live happily

ever after.

Story book

Some picturesof birds,

animals, plants,

fungi, streams

and

undergrowth.

(picture of

nature).


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Many ways to write science lesson plan

Science Lesson on the topic: Air Concept/Objective : The children will be able to explain

how air has weight and occupies space, although wecannot see it. Children will also understand that still air hasmore pushing power than does moving air.

Teaching Materials: a clear plastic bottle, a funnel,modeling clay, two pencils one with flat edges, twoidentical balloons, string, a long stick, sticky tape, two cans,a bowl of water, a small glass, and a paper tissue

Materials for children : two sheets of paper, a pencil andresponse pages


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Strategies :

During the first part of the lesson the teacher will be asking

questions and performing experiments while the children sitin one big group on the carpet. The children will be

encouraged to listen and observe as the experiments are

being done.

For the second part of the lesson the children will return totheir desks to do an experiment on their own and then seat

work.

Each group will called to the rug at different times during the

period to read a story about air. The groups not reading willremain in their desks doing seat work until it is their groups

turn.


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Procedure :

What the teacher do What the children do Resources

needed

1. Begin with a discussion about air.2. Ask questions to the class to get

them thinking about the topic andto see what they know and dontknow about air.

3. Some sample questions are: What can you tell me about

air? Does it smell, taste, or weigh

anything? How do people use air every

day? How can you tell that there is

air around us even though wecant see it?

In the same way, you have to

describe how the children (and

teacher together) will do three

experiments to prove that air has

weight and occupies space.


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Experiment 1 : Weighing Air

Procedure for the teacher to do: First ask the class some questions and then have them make

predictions.

Some questions the teacher may want to ask are:

Do you think air weigh anything? Why or why not?

What do you think will happen when we blow up one of the balloons?

Will the stick still balance?

Observe and ask children more questions, and give them

encouragements.


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Procedures for the children to do

1. Using the long stick, mark the middle of it.

2. Rest the pencil between the two cans and place the middle of the stick

across the pencil so the stick is balanced.

3. Use a small piece of sticky tape to fix a balloon onto each end of the stick.

Check that the stick remains level-this means that the balloons weigh the

same.

4. Un-stick one of the balloons and blow as much air into it as you can.

5. Fix it back onto the end of the stick and replace the stick on its center spot.Does the stick still balance? (You could also use a pan balance for this

experiment).

6. How could you tell that air has weight? Why did the stick not

balance after the balloon was blown up? What would happen if you blew

up the other balloon?


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TRY ON YOUR OWN.

THIS IS HOW YOU PREPARE SCIENCE

LESSON/ACTIVITY FOR YOUR ASSIGNMENT 2.

WHEN YOU PRESENT IT TO THE CLASS, DESCRIBE

WHAT THE TEACHER WILL DO AND WHAT THECHILDREN WILL DO, THE QUESTIONS YOU WILL ASK

AND THE SETUP OF THE ACTIVITY OR EXPERIMENT.


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ENCOURAGING CREATIVITY IN SCIENCE LESSON

FOR YOUNG CHILDREN

How to provide the experiences that children need todevelop scientific creativity?

Creativity is not limited to artistic and musical

expressionit is also essential for science, math, andeven social and emotional intelligence.

Creative people are more flexible and better problemsolvers, which makes them more able to adapt to change

Children need a lot of time for unstructured, child-directed, imaginative play.

The focus of creative activities should be on process: i.e.generating new ideas.


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How to foster creativity?

Allow children the freedom and autonomy toexplore their ideas and do what they want. Don'tbe so bossy.

Encourage children to read story books aboutanimals/plants, sing songs and act, draw andpaint, etc.

Give children the opportunity to express theirthought.

Emphasize process rather than product.

Let them imagine and create fantasy. That iscrucial to arts and science and every aspect oflife.


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ART AND SCIENCE

AESTHETIC AND SCIENCE

Aesthetic means being sensitive to beauty in nature and art. Such sensitivity is fostered by experiencing it in a variety of

forms.

For young child, nature is an especially appropriate avenue fora sense of aesthetic.

SCIENCE AND ART MATERIALS/ACTIVITIES

When children work with art materials, they are also makingscientific observations.

When children experiment with art materials, this may lead tothem to discover about cause and effect.

Through art activities, children learn many science concepts isin the art materials and science process skills.


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For example, linking science

and art about animals1. Children can draw and paintanimals.

2. Engaging them in discussion

about animals.

3. Reading stories about animals.

4. Showing pictures

5. Singing songs about animals.

6. Children can use to make zoo

cages or farm environments
http://www.google.com.my/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=oi5EtnTQE3OAOM&tbnid=hirlt7F7sfJiFM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.thehindu.com%2Ftodays-paper%2Ftp-national%2Ftp-karnataka%2Fspecial-guests-at-zoo%2Farticle1882231.ece&ei=bZ5uUs3XD4yxrgeni4H4Dg&bvm=bv.55123115,d.bmk&psig=AFQjCNGMeFKPF59huvYKA753rErMZJ0M7Q&ust=1383067602746196http://www.google.com.my/url?sa=i&source=images&cd=&cad=rja&docid=-ZWtoFFb6FbsOM&tbnid=pB3rSM1qa4bouM:&ved=0CAgQjRwwAA&url=http%3A%2F%2Fwww.wired.com%2Fwiredscience%2F2008%2F07%2Fstop-the-presse%2F&ei=7p1uUvGkAsjarAfc_IFg&psig=AFQjCNF4l_07i-tzame59RwDE3HuSQh3SA&ust=1383067502161461


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ENVIRONMENTAL EDUCATION

Children need to learn about their environmentbecause their lives depend on that environment.

Activities that help children understand theirenvironment can also help them become morecreative thinker.

TYPES OF ENVIRONMENTConsist of man-made (home, school, neighborhood)

and natural (natural things and natural happening)environment.

Nature influences people; people influence nature.Children must be taught how to manipulate andinfluence both.


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Children can study elements of an environment both living

and non-living, and the interrelation of these elements.

Young children need opportunities to observe the processrather than just a finished product (eg. Seed germination,

rabbit, birds, river flowing, cloud moving or people milking

cows/goat)

Children should develop an understanding of types ofresources and changes in environment.

These early experiences about the environment will provide

the children an eventual understanding and appreciation for

their part in protecting the environment.


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ENVIRONMENTAL ACTIVITIES IN SCHOOL

In the early childhood years, the teacher can use everydayexperience to point out to children the importance of caring for

the environment.

GETTING STARTED

Getting young children outdoors to touch and experience nature is thestarting point for learning about ecology and the environment.

Small reading groups, project work, other academic work, along withmusic, dance, art activities can be effectively carried out in the outdoors.

TEACHERS ROLE

The teachers most important role is sharing enthusiasm, curiosity, and

wonder

When ideas, feelings are shared with children, it encourages explorationand child-adult conversation.

In middle and upper elementary grades, as children become morefamiliar with their world, the teacher can guide them to observe changes


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NATURE STUDY (OUTDOOR ACTIVITY)


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OUTDOOR SCIENCE

BEGINNING ACTIVITIES

Children can learn about different things aboutnature by being outdoors.

Young children also need to realize that nature is allaround then and that wildlife can be found

anywhere. Ideas on how to begin with simple experiences

include:

1. Watch a butterfly or ants carrying food

2. Touching and feeling the different texture of tree trunks.3. Watching birds and squirrels

4. Walking barefoot in the grass and sand before wading in ashallow stream, etc.


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GARDENING

For children to be creative gardeners , they should begiven some choices.

Older children can measure and record the growth of

their seeds, they can compare and contrast the

differences in growth.

They plant herbal plants around their school

Make a garden using flower and/or vegetable seeds

Older children can measure the growth, then putthem on a chart

OUTDOOR SCIENCE


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MAKING BIRD FEEDER

Children can try to design bird feeders and build them

in some way, or they can design the feeder and their

parents can help them build the structures.

Children can experiment with the kind of bird seeds,food to attract various birds.

Then watch birds feed on the seeds or fruits, identify

birds using books, use binoculars to view birds

through windows, learning the names of the birdsthey see at the feeder.

Bird FeedersOUTDOOR SCIENCE


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CLOUD AND SKY WATCHING

Children can lie on the ground and look for different shapesof the cloud.

Teacher can support their learning by answering their

questions and asking them to make up a story about clouds.

THE SOUND OF NATUREWalking in the woods or along a busy street can be made

exciting by listening to the sounds.

WHAT HAPPENS TO RAIN WATER.

ANIMAL HIDING PLACES

OUTDOOR SCIENCE


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On nice days, take the children outside to layon their backs to view the clouds

Ask questions. How does the clouds look like?

Does it looked like spilled milk?

???

What is the colour of the sky

Cloud and Sky Watching


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Walk in the woods, on the sidewalk, to hear

the sounds of nature.

Use a tape recorder for record the sound of

crushed dry leaves, sound of flowing water, or

sound of bees visiting a flower.

Again, ask questions as you do this activity

Sounds of Nature


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After a rainstorm, take the children outside toobserve how the rain water flows on:

Pavement/grass/flower bed in the garden

Road and pathway Find out what is erosion

How do rain water find its way out?

Rain and rainstorm


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Under bushes, trees Thick grasses, large rocks

Great time to ask questions about animals

Get the children to think like an animal, andthey could answer questions as if they werethat animal

If you were a rabbit, why would you hide

under the bush?

Outdoor Animal Hiding Places


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PLANTS IN THE ENVIRONMENT

Activities you can do with children:1. Make seed catalogs.

2. Plant seeds in pots.

Seeds of various kinds can be broken or cut open and

studies to observe the small plant inside. Observe the roots, stems, and leaves forms, make a

plastic bag greenhouse.

3. Observe the different types of plants, big and small, their

colours, shapes and leaves arrangements.

Observe the flowers, flower buds, leaves, shoots, etc.

Draw the leaves, flowers.

OUTDOOR SCIENCE


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Explore the outdoors to experience plantsfirsthand

Find the tallest tree, roughest bark,needles, pinecones, etc.

Experience vegetables, eat the results!

Compare plants (leaves, seeds, size, etc.)

Plant some plants in a garden plot or in

plastic baggies

Plants in the Environment


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WATER PLAY EXPERIENCES

Objects that lead the child to science experiencesmight include the following:

1. Sponges, corks, and light pieces of wood.

2. Funnels strainers, colander, plastic tubing, and siphons.

3. Spray containers, sprinklers, squeeze bottle, water gun.4. Paintbrushes, paint rollers and washcloth

5. Spoon, dipper, plastic syringe

Safety tips Always have an adult with the children in any water play.

Never use breakable materials.

Develop water play rules with the children

OUTDOOR SCIENCE


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Teacher may use a large wading pool for

experiments outside

Following items can be used for water play

experiences:

Sponges, corks, light pieces of wood

Funnels, strainers, plastic tubing

Spray containers, squeeze bottles

Plastic containers, paintbrushes

Spoons, dippers

Water Play Experiences


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Limit the number of children Use only unbreakable items for water play

Develop water rules with the children

Water stays in the tub vs. NO Splashing

Keep water in the containers

Have towels available for spills

Children wipe up or mop up spills immediately

Safety Tips for Water Play

Documents

Creative Science for YC